Assessment of pre-service teachers’ preparedness for the adoption of Flipped Learning Strategy as a pedagogy for next generation learners in Obafemi Awolowo University, Ile Ife, Nigeria

Abstract

This study investigated the level of awareness of flipped learning strategy as one of the suitable pedagogy for next generation learners by Obafemi Awolowo University pre-service teachers. It determined their perceptions of flipped learning strategy, and also, examined if the pre-service teachers possess prerequisite skills for implementing flipped learning strategy. The study employed descriptive survey research design. The population of the study comprised all the 2,423 pre-service undergraduate teachers at the university. Two hundred pre-service teachers were drawn using multistage sampling techniques. Pre-service teachers’ awareness of flipped classroom was used for data gathering. The instrument consisted of four sections, ‘A, B, C & D’. Section A consisted of demographic variables, while section B elicited information on the awareness of flipped learning strategy, section C measured the required skills in the use of flipped learning strategy and section D gathered information on the perception of the pre-service teachers to flipped learning strategy. Analysis of the results showed that, 57.00% of the pre-service teachers had moderate awareness of flipped learning strategies, they also had good perception of flipped learning strategy (76.83%; cumulative mean = 3.07). The pre-service teachers lack requisite skills required for effective implementation of flip learning strategy.